Deaf - Hard of Hearing

Resources for Educational Interpreters

  • December 12th, 2014
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These resources and trainings are intended to continue to improve skills of educational interpreters working in Pennsylvania schools.

The Educational Interpreter Performance Assessment (EIPA) measures 37 skill areas to ensure proficiency when interpreting in an educational setting. Professional development and resources focus on these specific skill areas as a guide to improve and enhance interpretations in Pennsylvania’s classrooms. Particular emphasis will be on the accuracy of conveying the speaker’s message both expressively and receptively to enable the maximum participation possible in the general education setting for each student who is deaf or hard of hearing and utilizes educational interpreter services.

During the school-year, PaTTAN offers several after school training events in which educational interpreters and teachers of students who are deaf or hard of hearing may participate. For the current offerings and locations, please see the Educational Interpreter Training Series flier. In addition to the after-school events, PaTTAN offers two, two-day training events, The Educational Interpreter Summer Institute and The Weekend with the Expert. These intense training events provide an in depth, hands-on training experience for qualified educational interpreters and teachers who have advanced sign language proficiency.

The PaTTAN Short Term Loan program has approximately one hundred items related to educational interpreting that are available for a free, six week loan to interpreters working in Pennsylvania schools. New items continue to added throughout the year, providing an extensive, up-to-date resource for professional development. To browse or borrow these materials, please visit the Short Term Loan page. is a website for educational interpreters which includes information for administrators, students and parents.

Educational interpreters are responsible for documenting 20 hours per year of professional development related to interpreting. Local educational agencies may have their own documentation process, but a form is available here.

A recent presentation by Rebecca S. Moore included two resources to assist educational interpreters participate in the IEP process. One is a list of guiding questions and the other is a draft summary report.

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  • Jane Freeman
    Deaf/Hard of Hearing, Leadership, Secondary Transition, Educational Interpreters, Deaf-Blind
  • Sue Ann Houser
    Deaf/Hard of Hearing, Reading, Deaf-Blind
  • Michelle Andros
    Deaf/Hard of Hearing, Secondary Transition, Deaf-Blind
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